Program/Event
Arts and Research Showcase 2025
Abstract
Social dilemmas occur when groups must balance self-interest with group interests when there are limited resources. Despite their prevalence in society, understanding varies and can magnify the possible risks associated. This study examines the differences in learning about ecological and social aspects of social dilemmas for small groups when confronted with a simulated social dilemma in a lab experiment. These conditions are meant to imitate broader classroom and field setting uses. Participants (N=116) were randomly assigned to one of two conditions and played a social dilemma board game twice. In the Lesson-First condition (n=56), participants received a lesson in the form of an instructional video before playing the game. In the Explore-First condition (n=60), participants played the game before watching the lesson video. They were introduced to the ecological dimensions of the dilemmas as they triggered events during game one. All information was revealed before the second game. Participants in the Explore-First condition scored higher when answering a multiple-choice question defining a social dilemma. Answers from the participants in the Explore-First condition on questions pertaining to social and ecological dimensions followed a similar trend of higher understanding. More data will need to be collected, and the trend is predicted to continue. Complex social dilemmas taught with exploratory experiences, including exposure to critical features before traditional instruction, may increase student learning outcomes.
Recommended Citation
Walter, Kyisha M.
(2025)
"Exploring a Game before Instruction to Improve Understanding of Social Dilemmas,"
The Cardinal Edge: Vol. 3:
Iss.
2, Article 15.
Available at:
https://ir.library.louisville.edu/tce/vol3/iss2/15